Jason Ravitz and David Fetterman On Using the Power of Rubrics and Technology for Empowerment Evaluation at Google and Beyond
2 Comments · Posted by Sheila Robinson in Collaborative, Participatory and Empowerment Evaluation
Building Evaluation Capacity. David and I have teamed up to apply empowerment evaluation concepts and principles to build evaluation capacity at Google and beyond. We are using rubrics to focus learning, and student ratings to identify areas that are strong or merit attention. We are using a 3-step approach to empowerment evaluation and an evaluation planning worksheet (building on my graduate school courses with Nick Smith) to help our colleagues assess their program’s performance.
The worksheet has 4 parts:
- describe the program to be evaluated
- define the evaluation context (purpose and audience)
- plan the evaluation (questions, data sources, procedures)
- create an evaluation management plan
With little or no evaluation background needed, teams dive into the worksheet to focus on their program’s purpose and goals before setting up metrics. Laying out the evaluation plan is often illuminating — leading to refined program logic, alternative (and more meaningful) programmatic plans, and more useful ideas about how to measure processes and outcomes.
Beyond Google. We are also sharing our work with nonprofits and higher education. Through the Computer Science Outreach Program Evaluation Network (CS OPEN) Google is supporting evaluation for 12 nonprofits through a partnership with the National Girls Collaborative Project.
David and I are also co-teaching at Pacifica Graduate Institute. David highlights the 3-step approach to empowerment evaluation, including: 1) mission; 2) taking stock; and 3) planning for the future. I follow-up with our worksheet to answer questions such as:
What is the overall program purpose?
Who are the audiences for the evaluation?
How will the result be utilized and by whom?
Rubrics and Technology for Peer Review and Self-assessment. Students in our course are developing evaluation proposals that can help them conduct evaluations, solicit funding, and/or guide their doctoral dissertations. The class meets face-to-face, but includes a virtual classroom strategy that has worked well in the past. Students use rubrics to guide their self- and peer-feedback to refine and improve their work and understanding. This improves the proposals, guides instruction, and models our focus on empowerment and capacity building.
Doctopus: A tool for teachers to manage, organize, and assess student projects in Google Drive.
Goobrics: This rubrics based assessment tool works with Doctopus, allowing teachers to evaluate student’s work in Google Drive.
Goobrics for Students: Allows students to use a rubric to assess peers’ documents.
Google Forms: Enables students to self-assess their work and their peers’ work using an online survey.
Please contact us for additional information!
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